The Counter Narrative: Critical Analysis of Liberal Education in Global Context

Abstract

AbstractScholars who study higher education describe globalization as an inevitable force in postsecondary systems and institutions worldwide. Resulting trends include massification, privatization, reduced public funding, competition, and unprecedented student and faculty mobility. In the last two decades, another small but important trend has developed: the emergence of liberal education (often called “liberal arts and science” or “general education”) in cultures where it has rarely existed before. Discourse about this phenomenon is overwhelmingly positive. Using critical theory to analyze this evolving global trend, however, provides a much-needed alternative perspective for policy and practice. In this article, I define liberal education and provide an overview of the current trend based on a 2013 empirical study. In reaction to a dominant economic framework that rationalizes the development of liberal education programs, I present several counter narratives related to history, students and faculty, learning and teaching, access and elitism, and cultural hegemony. This article emphasizes the importance of critically analyzing new international higher education developments to increase the propensity for creating socially just policies and programs. Finally, I illustrate the implications for the global emergence of liberal education by suggesting that liberal education as a higher education philosophy could both reinforce and resist neoliberal practices.